THE EFFECT OF A PRE-KINDERGARTEN EARLY INTERVENTION PROGRAM ON THE ACADEMIC ACHIEVEMENT OF THIRD-GRADE HISPANIC ENGLISH LANGUAGE LEARNERS

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The focus of education policy and reform regarding English Language Learners (ELL) in the State of Texas and the rest of the nation tends to be more on late elementary to high school and that time period’s impact. There has been much less study on the degree of long-term influence of pre-kindergarten programs on ELL student populations with respect to their English language and literacy needs. The purpose of the study was to determine whether ELL students who have attended Pre-kindergarten programs achieve academic success in their native language and English by the critical third- grade year. Data was collected from low socio-economic, Hispanic, ELL students in Texas who attended Pre-kindergarten with control data taken from students who did not. The research data includes information from students’ third grade Texas Assessment of Knowledge and Skills (TAKS) test scores in English and Spanish, retention rates, discipline, TELPAS data, special education data, gifted and talented data and attendance rates. Existing research, along with this study, indicates a positive correlation when ELL students are exposed to a Pre-kindergarten program.
In twenty-first century America, all possible pathways to ensure students are prepared for college and career readiness are improved by a strong foundation of skills in the early years of schooling. This foundation-building is even more important for low socio-economic, Hispanic ELL students to critically develop as they enter kindergarten.
This study will conclude that a continued, robust, Pre-kindergarten program for English Language Learners is essential to meet the needs of the fastest growing segment of the population and set the foundation to meet the goals of college and career readiness